Zusammenfassung: haben zusätzlich zu den vielfach bestätigten individuellen herkunftseffekten auch Merkmale des Klassen-und Schulkontextes einen Einfluss auf die Bildungschancen von Grundschülern? Hierzu untersucht der Beitrag den Einfluss des Leistungs-und Statusniveaus sowie des Migrantenanteils der Kontexte auf die Wahrscheinlichkeit, erstens eine gymnasialempfehlung zu erhalten und zweitens einen Übergang auf das gymnasium zu realisieren. Theoretischer Ausgangspunkt ist die von boudon (1974) getroffene unterscheidung zwischen primären und sekundären effekten, die um eine kontextuelle Perspektive und diesbezügliche eltern-und lehrerentscheidungen erweitert wird. Als datengrundlage dient eine als Vollerhebung angelegte befragung aller Schüler der vierten Klassen an Wiesbadener grundschulen im Schuljahr 2006/07; die Modellierung der Kontexteffekte erfolgt in logistischen Mehrebenenmodellen. die ergebnisse zeigen, dass die Zugehörigkeit zu einem Schul-und Klassenkontext zusammen etwa 10 Prozent der gesamtvarianz des bildungserfolges erklären. dabei haben die untersuchten Kontexteffekte vor allem einen leistungsfremden Einfluss auf die individuellen Bildungschancen (sekundä-re Kontexteffekte). Unter Kontrolle von Individualmerkmalen beeinflusst vor allem das soziale Statusniveau der Schulen die bildungschancen der grundschüler. Im hinblick auf die realisierten gymnasialübergänge ist aber auch das durchschnittliche leistungsniveau der Schulen von bedeutung. Im gegensatz zu anderen Studien zeigt sich unter Kontrolle der sozialstrukturellen Zusammensetzung der Kontexte kein effekt des Migrantenanteils. Während bei der abhängigen Variable bildungsempfehlung sowohl Klassen-als auch Schulkontexteffekte auftreten, ist beim bildungsübergang nur die Schulebene von bedeutung.Schlüsselwörter: bildungsübergang · bildungschancen · bildungsungleichheit · grundschule · Kontexteffekte · Mehrebenenmodell Abstract: do context characteristics of class and school have an impact on elementary school pupils' educational opportunities in addition to the confirmed individual effects of social origin and academic performance? The paper investigates the influence of the contextual performanceand SeS-level as well as of the ethnic composition of the context on the probability of (1) obtaining a recommendation for higher secondary schools (gymnasium) and (2) effectively attending a higher secondary school. To this end, we base our theoretical framework on the distinction between primary and secondary effects, as introduced by boudon (1974), and extend it by a contextual perspective, as well as the related decisions of parents and teachers. The analyses are based on a survey of all 4 th graders of elementary schools in the city of Wiesbaden (germany) during the school year 2006/07. The context effects are modelled by using logistic multilevel models. The results show that the affiliation to both school-and class context explains about 10 per cent of the total variance of academic achievement. Additionally, there is evidence that the context e...
This article is an empirical contribution to the evaluation of the randomized response technique (RRT), a prominent procedure to elicit more valid responses to sensitive questions in surveys. Based on individual validation data, we focus on two questions: First, does the RRT lead to higher prevalence estimates of sensitive behavior than direct questioning (DQ)? Second, are there differences in the effects of determinants of misreporting according to question mode? The data come from 552 face-to-face interviews with subjects who had been convicted by a court for minor criminal offences in a metropolitan area in Germany. For the first question, the answer is negative. For the second, it is positive, that is, effects of individual and situational determinants of misreporting differ between the two question modes. The effect of need for social approval, for example, tends to be stronger in RRT than in DQ mode.
In research on sensitive questions in surveys, the item count technique (ICT) has gained increased attention in recent years as a means of counteracting the problem of misreporting, that is, the under- and over-reporting of socially undesirable and socially desirable behaviors or attitudes. The performance of ICT compared with conventional direct questioning (DQ) has been investigated in numerous experimental studies, yielding mixed evidence. This calls for a systematic review. For this purpose, the present article reports results from a comprehensive meta-analysis of experimental studies comparing ICT estimates of sensitive items to those obtained via DQ. In total, 89 research articles with 124 distinct samples and 303 effect estimates are analyzed. All studies rely on the “more (less) is better” assumption, meaning that higher (lower) estimates of negatively (positively) connoted traits or behaviors are considered more valid. The results show (1) a significantly positive pooled effect of ICT on the validity of survey responses compared with DQ; (2) a pronounced heterogeneity in study results, indicating uncertainty that ICT would work as intended in future studies; and (3) as meta-regression models indicate, the design and characteristics of studies, items, and ICT procedures affect the success of ICT. There is no evidence for an overestimation of the effect due to publication bias. Our conclusions are that ICT is generally a viable method for measuring sensitive topics in survey studies, but its reliability has to be improved to ensure a more stable performance.
In Germany, studies have shown that official coronavirus disease 2019 (COVID-19) vaccination coverage estimated using data collected directly from vaccination centers, hospitals, and physicians is lower than that calculated using surveys of the general population. Public debate has since centered on whether the official statistics are failing to capture the actual vaccination coverage. The authors argue that the topic of one’s COVID-19 vaccination status is sensitive in times of a pandemic and that estimates based on surveys are biased by social desirability. The authors investigate this conjecture using an experimental method called the item count technique, which provides respondents with the opportunity to answer in an anonymous setting. Estimates obtained using the item count technique are compared with those obtained using the conventional method of asking directly. Results show that social desirability bias leads some unvaccinated individuals to claim they are vaccinated. Conventional survey studies thus likely overestimate vaccination coverage because of misreporting by survey respondents.
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